Many choreographers explore the fact that as an art form dance is loosing its opportunity to inspire a development in its artistry and has become a platform for just the simple wow factor and pleasing its audience. Displaying simply what is expected due to what has been seen on tv and social media. But then this makes me question, if there are so many voices disagreeing with how artistry is being lost why are teachers not standing up to this fact.
When students attend examinations with recognised dance associations and students come to the end of their exam and they are performing their dance. Would it be acceptable to fuse dance styles simply because the student can perform that move? Whether this be a series of hip hop movements within a lyrical solo or acrobatics movements within a jazz routine. But then when some of these students choose to compete in competitions for these styles this fusion is acceptable and at times awarded/celebrated.
How can we as teachers inspire students that technique, and expression of voice, emotion and through movement is truly what dance is about not how many aerials or back flips can be fitted into a routine is what is important.
Choreographer Al Blackstone insists he’d rather see two clean pirouettes on a straight leg and strong demi-pointe than five messy spins. Still, he admits there is a place for a meaningful “wow” moment. “One beautiful trick that is emotionally driven is worth a thousand that have no context,” says Blackstone, who judges for JUMP Dance Convention. He gives the highest scores to dancers who can connect to and move an audience. “Don’t focus on what you can do, but what you can say.” (Woozy, 2016)But how do we convince our parents and students of this when they see so many examples of this ideal on social media, tv programmes and on the stage where they compete.
On a personal reflection I am not saying that students should not use these tricks as when used appropriately they can add to choreographically intent and the overall performance but how do we as teachers decide what and when these tricks should be used by students and should we be pushing our students to learn these tricks without the fundamental techniques and stylised work of the dance first. Just because they can perform a trick should this mean it must be used?
This is such a huge discussion right now and I too have encountered it. Actually, just this weekend I was at a contact improv jam open to both students (new to contact) and non-students, all of us who were pretty experienced in it. I wound up partnering with someone (a student) who just wanted to try a lift, stop, try another lift, stop, try another lift/trick, stop. When I said contact improv was more about listening than tricks, he managed mayyyybe a minute partnering with me, said he was going to go back to 'his people,' and left. Well, okay then. That is NOT what contact improv is about and is rude to boot.
ReplyDeleteSo anyways, I've been thinking about that just this week. Tricks are fun, but they're the spice, not the protein. Just a little, and only when warranted. That's my feeling, at least.
Hannah, thank you so much for your response, do you think there is a reason that this has become the way?
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